Active teaching of Biology at the secondary level: results of a multi-methodintervention
DOI:
https://doi.org/10.18050/revucvhacer.v14n4a5Keywords:
Biology, Improvement, Teaching-learning process, Active methodologies, Secondary schoolAbstract
In Mexico, the educational gap in biological sciences constitutes a barrier to the comprehensive development of high
school students; Faced with this problem, the present research is carried out to seek to improve the teaching-learning
process of Biology in first grade high school students at the Technical Secondary School No, 74 “José María Luis Mora” in Fresnillo, Zacatecas, through the implementation of active methodological strategies comparable to traditional
teaching, such as: work projects, educational videos and Google Classroom. This research has a quantitative approach, of a correlational descriptive type, under a quasi-experimental design with application of pre-test and post-test, using a
validated 15-item instrument with acceptable reliability (α = .678). Statistical analysis includes Student’s tests, ANOVA,
post hoc tests and correlations; SPSS was used for processing. The results showed improvements in the groups in which active methodologies were implemented compared to the traditional methodology. It is concluded that active
methodologies, mainly project work and the use of Google Classroom, favor learning in a significant and homogeneous way. These findings support the hypothesis that varied and active methodological strategies strengthen the teachinglearning process
of Biology in secondary
school students.
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